Middle childhood is the least understood developmental period in the attachment literature, likely due to active reorganization of the attachment system during this stage. Coinciding with increased cognitive and socioemotional competencies, middle childhood attachment begins to transition from relationship-specific attachment to general attachment representations. While parents continue serving as the primary attachment figure used as a secure base and safe haven, noticeable shifts occur in terms of the need for availability over proximity to attachment figures and the child's involvement in maintaining the attachment relationship. Currently, there is no dominant conceptual or methodological approach for studying attachment in middle childhood. The present study sought to develop and validate an observational coding system examining middle childhood attachment using a dimensional approach. The Middle Childhood Behavioral Attachment Dimensions (MCBAD) system demonstrated mixed reliability and validity compared to other established attachment measures. Compared to traditional categorical attachment measures, this study provides evidence for the utility of an anxiety-avoidance dimensional attachment scale in childhood. Additionally, the MCBAD is the first observational system that examines both nonverbal and verbal attachment behaviors in an unstructured separation-reunion episode, and findings suggest a need for further examination of verbal attachment during this developmental stage.

This thesis introduces a novel application of the fusion between Differentiated Instruction (DI) and Social Emotional Learning (SEL) as a needed and reciprocal relationship in the early childhood classroom. DI is an approach to teaching that aims to tailor the teacher’s instruction to the individual needs of each child. Instruction, content, and students' expression of knowledge can each be differentiated. Differentiation itself is a vast topic that begs to be narrowed and balanced. Some teachers experience obstacles to differentiation or struggle to efficiently differentiate their classroom. In an attempt to solve this phenomenon, this thesis explored DI and specifically its pairing with SEL. SEL refers to any instruction that pertains to the child’s social development, emotional development, or the overlapping of the two domains, identity, sense of self, self-regulation, and self-control. This thesis examined how to fuse these two vital and valid approaches of the classroom in order to benefit and maximize our early childhood students’ potential. In order to provide important information on how to fuse DI and SEL for the benefit of their future students, this thesis provides a thorough review of related research. Further, this thesis aids the execution of differentiation in the early childhood classroom by fusing DI with SEL. Based on the needs identified by the research literature, this thesis synthesized information to create a website with Google Sites to share information and steps to preservice teachers on how to fuse DI and SEL. The website features a comprehensive classroom simulation based on the fusion of DI and SEL which takes the form of a digital escape room. Results emphasize how DI is enhanced through SEL materials and experiences, and how SEL can enhance ways to differentiate so as to boost student learning.

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